Learning Mechanism and Function Characteristics of MOOC in the Process of Higher Education

Tang, Shujun

doi:10.12973/ejmste/80769

Cited by 13 publications

(9 citation statements)

References 27 publications

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“…At present, university computer professional courses generally complete the teaching assessment and evaluation from two aspects: usual grades and final grades. e usual grades mainly include classroom attendance, program verification, and program design; final grades are mainly based on examination paper assessment and machine assessment [15]. However, these assessment methods do not fully reflect the students' mastery of curriculum knowledge.…”

Section: E Design Of Course Evaluationmentioning

confidence: 99%

Massive Open Online Course Fast Adaptable Computer Engineering Education Model

2021

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Massive Open Online Course (MOOC) is a new online education model that provides new opportunities and challenges for the development and reform of teaching in colleges and universities. This paper first builds a MOOC-based model of influencing factors of blended learning adaptability. Through investigation and research, it is found that the six influencing factors all have different ways and different degrees of influence on learning adaptability. Among them, learning motivation has a direct and significant impact on learning adaptability, and learning self-efficacy not only has a direct and significant impact on learning adaptability but also has an indirect impact on learning adaptability through learning motivation. Teacher teaching has indirect effects on learning adaptability through learning self-efficacy, learning motivation, and learning support. Learning support not only has a direct and significant impact on learning adaptability but also has an indirect impact on learning adaptability through learning motivation. MOOC platform has a direct and significant impact on learning adaptability. The quality of course content has a direct and significant impact on learning adaptability through the MOOC platform and learning motivation. The creative results of this research are mainly embodied in the combination of theory and practice, exploring and forming related results based on MOOC-based college students’ learning adaptability. According to the MOOC-based learning-adaptive intervention model, teaching practice is carried out to verify the effect of the intervention model from two aspects of student procedural performance and result performance. Finally, in view of the problems existing in traditional computer teaching in colleges and universities, combined with the design ideas and basic characteristics of MOOC, the teaching mode reform of computer courses is analyzed and discussed, and a MOOC-based computer engineering education teaching mode is proposed.

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Section: E Design Of Course Evaluationmentioning

confidence: 99%

Massive Open Online Course Fast Adaptable Computer Engineering Education Model

2021

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“…Although the existence of Massive Open Online Courses (MOOCs), which have become famous in the areas of information technology and distance education since 2011, has been accepted, the researches and changes regarding its development still continue (Fan and Yu, 2017). The Massive Open Online Courses used by hundreds of universities include thousands of courses, creating opportunities for learners of all ages to develop themselves (Tang, 2017). Massive open online courses (MOOCs) are a new type of online learning environment that allows an unlimited number of participants from anywhere in the world free access to course content often delivered by world-renowned experts (Durksen et al , 2016).…”

Section: Introductionmentioning

confidence: 99%

Perceptions of MOOCs among Indian State University students and teachers

Kundu

Bej

2020

JARHE

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PurposeThis study was inspired by the emergence of Massive Open Online Courses (henceforth MOOCs) as an e-learning trend of recent times, attracting huge enrollment across the globe. Studies revealed that MOOCs had been getting extensive attention by educational circles in India, but whether its acceptability is limited only among learning communities of country’s top-notch universities like Indian Institute of Science (IISc), Indian Institute of Technology (IITs), Indian Institute of Management (IIMs), and among Central Universities; or it has attracted equally the learners of State Universities spreading across every nook and corner of this huge country is yet to be studied. These State Universities virtually uphold the country’s higher education sector by catering learning ambitions of largest number of students. The present study investigated the penetration of MOOCs among students and teachers of State Universities in India.Design/methodology/approachA qualitative survey was conducted taking 10 reputed State Universities and 480 respondents (400 were students, and 80 were teachers) as samples. Semi-structured in-depth interviews were also conducted among 25 respondent students and teachers. Descriptive statistics, such as frequency and percentages, as well as inferential statistics, such as Likert scale and analysis of variance, were employed in analyzing the study.FindingsThe findings revealed that MOOCs have been successful in meeting the learning goals of the learners and teachers of these State Universities complementing their traditional learning environment at universities and by providing them a constant scope for re-skill and up-skill; still, participation in MOOCs is low, especially among females due to lack of awareness, inadequate infrastructure, and resultant poor completion rate.Practical implicationsThe current study is going to be helpful to the Indian policy makers and all concerned in creating a healthy atmosphere for making MOOCs accessible to students and thereby leveraging its potential to increase the quality of higher education across country as it exhibits a clear picture of the current state of its penetration, problems and possibilities among teachers and students of State Universities that conforms the largest section of Indian intelligentsia. The findings can be used to compare perceptions of students' and teachers' from other developing countries also.Originality/valueThis study is the reporting of an original survey conducted in India and the write up is based on the analysis and findings of the survey results.

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“…Current trends in education reveal the need to create alternative and innovative pedagogical models. Constant social, educational, technological and economic transformations have led to new ways of communicating, disseminating information, generating new resources and materials and other ways of organising and making other teaching methods visible (Tang 2017). "Open science brings with it the possibility of shared co-construction and the generation of open innovation, to contribute to the public sphere as well as private contexts" (Ramírez-Montoya & García-Peñalvo, 2018, p. 15).…”

Section: Moocs In the Framework Of New Models For Lifelong Learningmentioning

confidence: 99%

Digital accreditations in MOOC-based training on sustainability: Factors that influence terminal efficiency

Ramírez-Montoya

Martínez-Pérez

Rodríguez-Abitia

et al. 2022

AJET

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Digital certificates in massive open online course (MOOC) learning experiences provide alternative credentials linked to lifelong learning. The Bi-National Laboratory on Smart Sustainable Energy Management and Technology Training provided the context for this research. This project was undertaken by Mexican and United States universities, businesses and governmental organisations, having granted 17,776 certifications in sustainability and 10,705 labour competence certificates. The research focused on analysing the factors that promote digital credentials, from the point of view of participant and platform characteristics, in the framework of MOOCs in energy sustainability, through the MexicoX and edX platforms. Using the ex post facto method, two validated instruments were applied to analyse motivation and self-regulation processes. A total of 4,002 useful responses were gathered from participants in 35 MOOC courses. The results account for six determinant factors for digital accreditation: perceived usefulness, self-efficacy, knowledge domain and expertise, group work disposition, achievement drive, and performance strategic thinking. We highlight implications for research on educational innovation and for educational practice in MOOCs. These data may be of interest to academics, researchers and decision-makers interested in training through distance environments. Implications for practice or policy: Digital certifications in MOOCs are motivation for participants to successfully finish their courses, and this can be leveraged for education and research. Course leaders need to consider that effective design and implementation of new models for MOOCs may help improve terminal efficiency. The potential perceived benefits from training on professional performance have the greatest influence on the terminal efficiency of MOOC participants.

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Learning Mechanism and Function Characteristics of MOOC in the Process of Higher Education

Cited by 13 publications

References 27 publications

Massive Open Online Course Fast Adaptable Computer Engineering Education Model

Massive Open Online Course Fast Adaptable Computer Engineering Education Model

Perceptions of MOOCs among Indian State University students and teachers

Digital accreditations in MOOC-based training on sustainability: Factors that influence terminal efficiency

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